Intent

In Computing, we aim for all of our children to see themselves as computer scientists.  We endeavour to inspire a sense of curiosity in our children and develop their enthusiasm for Computing, recognising that the skills and knowledge they learn through Computing can be used to have a positive impact on God’s world around them.

To be able to be a computer scientist, children will need to build up the skills, knowledge and understanding of computer scientists.  They will need to understand and use the language of computing and apply these computing skills and knowledge across the curriculum, making connections both within computing and across other subjects too.

To be able to be computer scientists children will use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which children are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, children are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that children become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Implementation

The aims of the National Curriculum (2014) for Computing are to ensure children:
To be computer scientists, children need to 

• can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems 
• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems 
• are responsible, competent, confident and creative users of information and communication technology

The National Curriculum is the part of the St Gregory’s curriculum that maps out the knowledge and skills that we want our children to learn and experience in each subject. 

Year 5 and Year 2 working together to support one another – Year 2 are getting more confident using the laptops and exploring software independently

How we plan for progression in Computing at St Gregory’s:
The St Gregory’s Curriculum is designed around year group themes. Each has been structured and sequenced in order to engage pupils in purposeful learning by building on prior knowledge and helping connect knowledge, understanding and skills year-on-year both within Computing and across other subjects too.  Where a purposeful link cannot be made to the topic Computing is taught discretely to ensure coverage of knowledge and skills. 

Computing is taught on a weekly basis for a minimum of 1 hour. All classes, including EYFS, are allocated a timetabled slot in the ICT suite. Further to this, additional slots are requested by teachers to support use of technology in the wider curriculum. Computing skills are further enhanced by the provision of additional equipment such as a class set of laptops, Beebots, data loggers, cameras and tablets.

We recognise that foundations for becoming a computer scientist are laid in the Early Years Foundation Stage through all seven strands of the Early Year Framework and to be ready for the next stage in their education, the starting point that we strive for every child to have upon entry to Y1 and working towards the aims of the National Curriculum is:

Once children enter Y1, they work progressively towards the aims of the National Curriculum.  To ensure progression, the teaching team worked together to plan out curriculum coverage and then the subject leader identified the progression of skills and vocabulary required at each stage of learning to prepare children for the next stage in their learning.

Below our EYFS children are being introduced to a range of technology;

• Took photos with the new cameras 
• Adapted images
• Played games; By playing games this develops their fine motor control on the laptop and controlling the curser using a mouse
• Communicated with their friends through the headphones,
• Followed instructions
• Programmed Beebots to move around the classroom
• Played games and mark making using the IWB.

Computing curriculum coverage
Coverage is based on the National Curriculum 2014 PoS with objectives allocated across phases and year groups, to ensure a progression of knowledge, skills and understanding.  Each academic year (except Y1) three units are the primary focus; see table below. This allows children the time to dig deeper within each of the units and enables out learners to embed the knowledge and skills needed to become computer scientists. Online safety is taught in every year group and is also threaded through the other units to ensure that our children are digitally safe.
 

Computing Progression of skills
The Skills Progression documents interrogate the skills, knowledge and techniques required in each phase, considering age appropriate development and ensures progression is enabled through careful and informed planning.

Computing Progression of Vocabulary
Vocabulary, at an age appropriate level, is paramount to the children’s understanding and ability to articulate their intent and enable questioning. It is, therefore, a key consideration in Computing planning.  Key subject vocabulary is introduced at the appropriate time, building on prior knowledge.

See Computing vision 2022 for more information.  Please also visit our Policy page to view the following policies:

• Computing Acceptable Use Policy
• Online Safety Rules - Polish
• Online Acceptable Use Policy
• Social Media Policy

Our Digital Leader Team

A Digital Leader is a pupil who is part of a Digital Leaders Team within our school, whose role it is to support the use and to further the development of ICT in school.

The team is assembled upon application and interview, and meet regularly.

Pupils are then given training and support to develop specific areas of ICT expertise. These areas of expertise can be self-determined, or may be a particular request for a specific item of hardware or software.

Once a pupil gains an area of expertise, staff may then request the use of the Digital Leader for a variety of different functions.

As part of a team, the Digital Leaders perform the following roles within school:

• Test new ICT resources, which could be websites, software or hardware.
• Share their skills and expertise with other pupils, classes and teachers.
• Maintain the ICT suite and monitor any problems.
• Feedback to whole school on computing issues
• Act as the student voice  with regards to computing and online safety
• Attend visits and competitions to enhance their own computing knowledge and skills, and represent our school community.

In the future we hoping to get the children involved in:

• Blogging on behalf of the School a class or club.
• Update areas of the school website.
• Lead ICT lunchtime clubs.

•    Work with children from other schools on specific projects.